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Teaching non-native English speakers...

Kirk, Chelsea Denise.

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Teaching non-native English speakers to comprehend reduced speech.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Teaching non-native English speakers to comprehend reduced speech./
Author:	Kirk, Chelsea Denise.
Description:	102 p.
Notes:	Source: Masters Abstracts International, Volume: 53-02.
Contained By:	Masters Abstracts International53-02(E).
Subject:	Education, English as a Second Language. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1558695
ISBN:	9781303988981

Teaching non-native English speakers to comprehend reduced speech.
Kirk, Chelsea Denise.

Teaching non-native English speakers to comprehend reduced speech. - 102 p.

Source: Masters Abstracts International, Volume: 53-02.

Thesis (M.A.)--University of Colorado at Boulder, 2014.

This item must not be sold to any third party vendors.

Following an action research model within my own English-language classroom, I attempted to assess learner comprehension of reduced speech by means of a dictation exercise followed by explicit instruction of form. The students participated in two dictation exercises during a one-week period and scores were compared. The evidence suggests that that dictation exercises and explicit instruction alone are not enough to help students improve their listening skills, but that students benefit more from dictation exercises that are combined with other forms of input and practice. The results of this study are intended to encourage the use of authentic audio materials that feature rapid speech styles, especially in the EFL setting where students may not have much exposure to native-speakers. I conclude that language learners benefit in many ways when made aware of reduced speech early in their learning.

ISBN: 9781303988981Subjects--Topical Terms:

1030294
Education, English as a Second Language.

Teaching non-native English speakers to comprehend reduced speech.
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245 1 0 $a Teaching non-native English speakers to comprehend reduced speech.
300 $a 102 p.
500 $a Source: Masters Abstracts International, Volume: 53-02.
500 $a Adviser: David Rood.
502 $a Thesis (M.A.)--University of Colorado at Boulder, 2014.
506 $a This item must not be sold to any third party vendors.
520 $a Following an action research model within my own English-language classroom, I attempted to assess learner comprehension of reduced speech by means of a dictation exercise followed by explicit instruction of form. The students participated in two dictation exercises during a one-week period and scores were compared. The evidence suggests that that dictation exercises and explicit instruction alone are not enough to help students improve their listening skills, but that students benefit more from dictation exercises that are combined with other forms of input and practice. The results of this study are intended to encourage the use of authentic audio materials that feature rapid speech styles, especially in the EFL setting where students may not have much exposure to native-speakers. I conclude that language learners benefit in many ways when made aware of reduced speech early in their learning.
590 $a School code: 0051.
650 4 $a Education, English as a Second Language. $3 1030294
650 4 $a Language, Linguistics. $3 1018079
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773 0 $t Masters Abstracts International $g 53-02(E).
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792 $a 2014
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